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Accreditation and accountability processes in California high schools: a case study

ACCREDITATION AND ACCOUNTABILITY PROCESSES
IN CALIFORNIA HIGH SCHOOLS: A CASE STUDY
by
Shelley Danielle Fryer
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2007
Copyright 2007 Shelley Danielle Fryer

The purpose of the study was to examine accountability reporting practices of public high schools in California in light of recent measures mandated by Cali-fornia and implemented by the California Department of Education (CDE), West-ern Association of Schools and Colleges (WASC) and the Williams v. California (Williams) litigation settlement. Two research questions were developed to guide the study: 1. Do high school leaders value the accreditation process? 2. Do high school leaders believe that the reporting requirements of the CDE, WASC, and Williams provide the data needed to facilitate school improvement?; A qualitative, information-rich case study of urban schools and the school leaders responsible for reporting these measures was developed. The focus was on four high schools located in two school districts, selected on the basis of differing achievement levels and accreditation terms at each school.; Analysis of the data revealed that, when schools and their leaders followed the ongoing improvement strategy mandated by the WASC commission, the schools created a benchmark to create and implement reform. When a school did not adopt the benchmarks set forth by the WASC commission, no benchmarks for internal improvement were evident. Also, when school leaders understood how to report and digest the CDE, WASC or Williams litigation settlement reporting pro-cedures and outcomes, the schools had a benchmark in place for improvement. Conversely, when school leaders did not utilize these reporting procedures and results, they lacked basic information upon which to reform and improve their schools.; Several findings emerged from the study. First, when high schools adhered to specific reporting processes, benchmarks for reform were set with success, especially concerning the internal accreditation process. Second, school leaders reported that strong leadership on the part of the principal was essential for school reporting success. Third, school leaders reported that there are too many reporting requirements and agreed that those requirements should be consolidated.; Suggestions for future research include a longitudinal study that measures the actual time spent by high school leaders in preparing reports, as well as the cost of these reporting processes and whether there is an actual benefit to their preparation.

ACCREDITATION AND ACCOUNTABILITY PROCESSES
IN CALIFORNIA HIGH SCHOOLS: A CASE STUDY
by
Shelley Danielle Fryer
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2007
Copyright 2007 Shelley Danielle Fryer